Collaborative Project-Based Learning: An Integrative Science and Technological Education Project

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Autor/inn/en	Baser, Derya; Ozden, M. Yasar; Karaarslan, Hasan
Titel	Collaborative Project-Based Learning: An Integrative Science and Technological Education Project
Quelle	In: Research in Science & Technological Education, 35 (2017) 2, S.131-148 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2016.1274723
Schlagwörter	Foreign Countries; Cooperative Learning; Active Learning; Student Projects; Integrated Activities; Science Education; Technology Education; Technology Integration; Middle School Students; Grade 7; Science Projects; Web Based Instruction; Skill Development; Rural Schools; Action Research; Semi Structured Interviews; Observation; Archives; Tutorial Programs; Computer Mediated Communication; Outcomes of Education; Online Courses; Web Sites; Design; Interdisciplinary Approach; Information Technology; Data Analysis; Student Attitudes; Turkey + Suchen Sie Ihr Suchwort? Ausland; Kooperatives Lernen; Aktives Lernen; Schulprojekt; Integrierender Unterricht; Naturwissenschaftliche Bildung; Technisch-naturwissenschaftlicher Unterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Science; Project; Wissenschaft; Projekt; Web Based Training; Kompetenzentwicklung; Qualifikationsentwicklung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Projektforschung; Beobachtung; Archivwesen; Archiv; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Computerkonferenz; Lernleistung; Schulerfolg; Online course; Online-Kurs; Web-Design; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Informationstechnologie; Auswertung; Schülerverhalten; Türkei
Abstract	Background: Blending collaborative learning and project-based learning (PBL) based on Wolff (2003) design categories, students interacted in a learning environment where they developed their technology integration practices as well as their technological and collaborative skills. Purpose: The study aims to understand how seventh grade students perceive a collaborative web-based science project in light of Wolff's design categories. The goal of the project is to develop their technological and collaborative skills, to educate them about technology integration practices, and to provide an optimum collaborative, PBL experience. Sample: Seventh grade students aged 12-14 (n = 15) were selected from a rural K-12 school in Turkey through purposeful sampling. Design and methods: The current study applied proactive action research since it focused on utilizing a new way to enhance students' technological and collaborative skills and to demonstrate technology integration into science coursework. Data were collected qualitatively through interviews, observation forms, forum archives, and website evaluation rubrics. Results: The results found virtual spaces such as online tutorials, forums, and collaborative and communicative tools to be beneficial for collaborative PBL. The study supported Wolff's design features for a collaborative PBL environment, applying features appropriate for a rural K-12 school setting and creating a digitally-enriched environment. As the forum could not be used as effectively as expected because of school limitations, more flexible spaces independent of time and space were needed. Conclusions: This study's interdisciplinary, collaborative PBL was efficient in enhancing students' advanced technological and collaborative skills, as well as exposing them to practices for integrating technology into science. The study applied design features for a collaborative PBL environment with certain revisions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01